nyu psychology phd students

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Department of Psychology

as.nyu.edu/psychology 6 Washington Place, Room 423, New York, NY 10003-6634 • 212-998-7920

Chair of the Department

Professor Rehder

Associate Chair of the Department

Associate Professor Rhodes (Interim)

Director of Undergraduate Studies

Associate Professor Ma

Associate Director of Undergraduate Studies

Professor Hilford

Cognition and Perception Program Coordinator

Professor Landy

Social Program Coordinator

Professor Trope

The Department of Psychology at NYU approaches the study of mind and behavior from many perspectives. Cognitive psychologists focus on perception, memory, attention, language, and thinking. Social and personality psychologists determine how social beliefs, attitudes, and decisions are formed and maintained. Cognitive neuroscientists study features and functions in the brain as they relate to certain mental processes. Developmental psychologists seek to understand factors that affect and influence individuals across various ages. These many perspectives are reflected in undergraduate course offerings, all of which emphasize the scientific basis of psychology.

In addition to its course offerings, the department encourages advanced undergraduates to become involved in faculty research through the Research Experiences and Methods course and the honors program. Highly qualified students are admitted to the honors program in their sophomore or junior year, take honors seminars, participate in primary research, and write an honors research thesis under close faculty supervision.

NYU psychology majors graduate with an excellent academic foundation in psychology and are well-prepared for graduate study in the field. Graduates are accepted by top programs throughout the country. Others go on to careers in law, business, medicine, and education.

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Funding Packages for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student, you are eligible for our generous funding package, which includes a stipend, scholarship, and healthcare coverage. Information is below and on our doctoral funding website. 

Funding Opportunities

The Steinhardt Fellowship Program

The standard Steinhardt Fellowship package includes an annual stipend, tuition remission for required course work, and student health insurance through your fifth year. The fellowship is reserved for full-time doctoral students. The 2024-2025 stipend is $33,867. Complete details are provided with each offer of admission.

Research Assistantships

Some doctoral students may be appointed to a Research Assistantship. Research Assistants are funded by external grants and work with a principal investigator on a funded research project. Unlike Steinhardt Fellows, Research Assistants agree to work 20 hours per week on an ongoing research project, typically with a team of faculty and other students. Research Assistants may not perform additional work assignments such as teaching or grading.

For the duration of the assistantship, Research Assistants receive funding that includes a stipend, tuition remission for required course work, and student health insurance.

Other Expenses to Consider

Beyond what is covered by your Steinhardt Fellowship or Research Assistantship, you may have additional expenses that you should keep in mind as you plan your budget. These may include, but are not limited to:

• Late registration fees
• Tuition for undergraduate courses
• Tuition for graduate courses not applicable to your degree
• Tuition for courses in excess of the total point requirement for your degree
• Tuition for courses completed after the end of the fifth year
• Tuition for courses and fees used to maintain official enrollment for study leading to a degree after the end of the fifth year; see doctoral student policies for more information
• Student health insurance for students beyond the fifth year (note that students who are employed by NYU, such as Research Assistants or Adjunct Instructors, may receive health insurance as an employee benefit)

Developmental Psychology (PhD)

Program description.

The PhD program in Developmental Psychology emphasizes intersections among biology, culture, and context in developmental processes across areas of social, cognitive, language, and emotional development. Students apply a variety of methods (e.g., experimental, quasi-experimental, survey, observational, semi-structured interviews) to the study of individual and environmental influences on the development of infants, preschoolers, children, and adolescents at multiple, nested levels. Students take classes in developmental content areas and analytic methods and research, and advanced seminars on theories of change and theories of culture.

Students engage in community and/or laboratory-based research for the entire length of their studies under the supervision of primary and secondary faculty mentors. Research is conducted in laboratories at New York University and the homes, daycares, schools, hospitals, neighborhoods, and community settings of the multi-ethnic and richly diverse city of New York. Additionally, international research is a cornerstone of the program, with faculty and students engaged in studying developmental processes and contextual influences across countries such as China, India, South Africa, Korea, and Peru, and with affiliated global faculty at NYU Shanghai and NYU Abu Dhabi campuses.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Students holding a master's degree or graduate credits in developmental psychology or related field complete 39-48 credits; the total required credits are determined on admission based on alignment of previous coursework with program curriculum. Students admitted with a BA/BS must complete 51 credits.

Credits dependent on previous graduate work; determined by admission.

Students admitted with a master's degree complete 6 credits.

Taken for 0 credits.

Other Program Requirements

Students are expected to participate in a ctive research involvement and attendance at weekly research colloquia, and complete candidacy exams, a dissertation proposal, and  a data-based dissertation and oral defense.

Sample Plan of Study

APSY-GE 3020 Research Practicum in Developmental Psychology is taken 3 times for credit, and 3 times for 0 credit.

APSY-GE 3023 The Developmental Psychology Seminar: Current Topics in Developmental Science is taken for 0 credits.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Demonstrate ethical skills, social skills of engagement, and organizational and time management skills as a professional in the field of Developmental Psychology through diligence, responsibility, effective time management and completion of projects, and interactions with peers, advisors, scientists, community stakeholders, and leaders in the field.
• Demonstrate research expertise in an area of study and advance the field of Developmental Psychology through dissemination of research findings in scholarly publications and at national and international conferences.
• Demonstrate expertise using multiple research tools, methods, designs, and analytic approaches for addressing issues around developmental change in context.

STEM OPT Benefits for International Students

Nyu policies, steinhardt academic policies.

If you’re an international student, you may be able to work in the United States after graduation for an extended period of time. Most students studying on F-1 visas will be eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students in this program may also be eligible for the STEM (Science, Technology, Engineering, or Mathematics) OPT extension, allowing you to extend your time in the United States to pursue degree-related work experience for a total of 36 months or 3 years. For more information on who can apply for this extension visit NYU’s Office of Global Services: STEM OPT .

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

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Understand the general principles underlying the mind and behavior, and explain and predict individual differences in ways of thinking, feeling, and acting.

Requirements

Psychologists seek to understand the general principles underlying the mind and behavior, and they attempt to explain and to predict individual differences in characteristic ways of thinking, feeling, and acting. The concentration in psychology introduces you to the broad spectrum of psychological research, with courses that examine the biological bases of behavior; the ways in which we understand the world, ourselves, and other people; the nature of social interactions and close relationships; the influences of biology, family, culture, and society on the development of the individual; and the causes and treatment of psychopathology. The program provides the background necessary to obtain advanced training in research or clinical psychology, and it also serves as excellent preparation for work in the health professions, education, clinical social work, business, and law. Students select one course from each of the following Psychology Concentration categories. In addition, students select a fourth course from either the first or second category.

Psychology Concentration Category: Biological Foundations and Cognitive Processes

Students select one to two courses in consultation with their advisor.

• PSYC1-UC6874 Cognitive Psychology 4
• PSYC1-UC6873 Perception 4
• PSYC1-UC6872 Physiological Psychology 4
• PSYC1-UC6870 Psychology of Language 4

Psychology Concentration Category: Social, Personality, Clinical, and Developmental Psychology

• PSYC1-UC6846 Abnormal Psychology 4
• PSYC1-UC6850 Clinical Psychology 4
• PSYC1-UC6848 Developmental Psychology 4
• PSYC1-UC6849 Personality 4
• PSYC1-UC6847 Social Psychology 4

Psychology Concentration Category: Applied and Advanced Topics in Psychology

Students select one course in consultation with their advisor.

• PSYC1-UC7257 Adult Develop & Aging 4
• PSYC1-UC6892 Cross-Cultural Psycholgy 4
• PSYC1-UC6803 Death, Dying & Bereavement 2
• PSYC1-UC6852 Forensic Psychology 4
• PSYC1-UC6878 Health Psychology 4
• PSYC1-UC6877 History & Systems of Psychology 4
• PSYC1-UC6844 Industrial/Organizationl Psychology 4
• PSYC1-UC6851 Psychology of Emotion 4
• PSYC1-UC6843 Psychology of Women 4

Psychology Concentration Category: Advanced Methodology and Laboratory Courses

Please note that at least one of these courses is recommended for students applying to graduate school. A laboratory course can also be used to develop topics for a senior project.

• PSYC1-UC6860 Developmental Psych Lab 4
• PSYC1-UC6861 Social, Personality & Clinical Psychology Lab 4
• PSYC1-UC6875 Learning & Memory Lab 4

Psychology Concentation Category: Fieldwork

Please note that fieldwork is recommended for students considering graduate work or careers in mental health services. A fieldwork course can also be used to develop topics for a senior project.

• PSYC1-UC6891 Fieldwork in Psychology 1-4

SOCIAL SCIENCES COURSES OF INTERDISCIPLINARY INTEREST

Valuing interdisciplinary studies, we encourage students to consider courses outside of their specific degree area. To help you explore our course catalog, here are a few courses that we think might interest you, by program.

FACULTY CONTACT

Chyng-Feng Sun, PhD (212) 992-9147 [email protected]

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NYUAD’s Program in Psychology is the principal contributor to research concerning the cognitive underpinnings of the mind and human behavior at NYUAD. The major in Psychology introduces students to the main concepts, theoretical perspectives, empirical findings, and historical trends in the field. Students gain the ability to think scientifically, creatively, and critically about human behavior and mental processes; to acquire the basic skills for conducting research in these areas; and to develop a general understanding of psychology as both a natural science and a social science. 

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Undergraduate Program

Find out more about our undergraduate offerings and apply here

PhD Program

Learn about our Global PhD Student Fellowship in Psychology

Our Research

Discover more about our faculty research and multidisciplinary research centers

“Understanding the human brain is one of the greatest current challenges in science and it informs so many other areas of life, from art and design to business and economics, from politics to medicine, and more.” David Melcher, Program Head and Professor of Psychology

““Psychology helps us understand what makes humans human – it’s the study of us! And we are pretty fascinating!” Kartik Sreenivasan, Associate Program Head for Undergraduate Studies of Psychology; Associate Professor of Psychology with an affiliation in Biology

“In my mind, psychology is the bridge between science and the social, political, and economic world. Thus, psychology is perfect for anyone who has an interest in social justice or other “real world” issues, but also has a thing for data and the scientific method. That was what pushed me into it!” Jaime Napier, Associate Professor of Psychology

Meet Our Students

Melissa Adomako

Daliya AlMohammad Ali

Hamad AlRashed

Kiera Bloch

Julius Torres Kellinghusen

Johanna Miele

Andrea Muraca

John Pateña

Joshua P. Prasad

Marsha Williams

Sara AlMunif

Emeka Iloegbu

Mentalla Ismail

Alyson Lippel

Rashmi Shrestha

Faith Daniel

Rachel Lacy

Gabrielle Maranga

Karen Martirosyan

Jacqueline Saltarelli

Originally from Ghana, Melissa Adomako graduated from the University of Georgia with a BS in Biology in 2013. She graduated with an MPH in Global Health from Tufts University School of Medicine in 2017. She also holds a Global Health Diplomacy Certificate from the University of Oxford. Melissa works for the National Institute of Allergy and Infectious Diseases (NIAID), part of the National Institutes of Health (NIH), as a Regional Officer for Europe, Sub- Saharan Africa, and Multilateral Affairs in the Office for Global Research (OGR). In her capacity as a Regional Officer, she provides regional expertise, supports NIAID biomedical research activities, and facilitates opportunities for scientific collaboration. Prior to this, she worked as a Program Coordinator for Uganda, Ethiopia, and Kenya at the American International Health Alliance HIV/AIDS Twinning Center in Washington, DC. In this role, she supported the implementation of PEPFAR-funded projects focused on HIV/AIDS prevention and lab strengthening in Sub-Saharan Africa. She also managed AIHA’s Volunteer Healthcare Corps (VHC) program, which placed health professionals from the United States in volunteer positions overseas. Melissa’s areas of interest include emerging and re-emerging infectious diseases, pandemic preparedness and response, global health diplomacy, health systems strengthening, and global health security. She is passionate about mentoring and coaching early-career public health professionals and students.

Daliya AlMohammad Ali is a Doctor of Public Health (DrPH) candidate. She received her undergraduate degree in Medicine from the Royal College of Surgeons in Ireland and her Master’s degree in Public Health from the University of Queensland in Brisbane, Australia. Prior to joining NYU, her work focused on contributing to the infrastructure in Kuwait to support public health emergency management. Initially, she was part of a team that was developing a local hospital’s emergency preparedness and response plan in Kuwait. Soon after, she transferred to public health where she could have a bigger impact on planning and responding to public health emergencies, and was inspired to obtain an MPH from the University of Queensland in Brisbane, Australia where she took courses in disaster management. Daliya has a wide range of experience in public health, where she has learned to effectively collaborate and engage with stakeholders in the public, private and non-profit sectors. She has worked in the occupational health department, managed the implementation of the WHO Healthy Cities Initiative in the Healthy Cities Office, managed the national polio surveillance program and was the national focal point for public health disasters when she was working in the Environmental Health Division in Kuwait. Daliya is pursuing the DrPH to gain managerial skills to expand her skillsets and become a more effective leader. Currently, she is working as the project coordinator of the NYC Transit Workers and COVID-19: Impact of Multilevel Interventions Study led by Dr. Robyn Gershon, and as a researcher on the COVID-19 Healthcare Personnel Study (CHPS) led by Dr. David Abramson.

Hamad AlRashed is a public health professional who works for the Ministry of Health of Kuwait in the Communicable Disease Control Department, and he used to serve as one of the national  focal points for the World Health Organization (WHO) prior to joining the DrPH program at NYU School of Global Public Health. Hamad graduated medical school from UCC in the Republic of Ireland and his professional work  experience started in the Kuwaiti hospitals where he worked as a physician for 5 years prior to  joining the MPH graduate program in UQ, Australia, in 2017. During the COVID-19 pandemic Hamad gained valuable experience in the management and  implementation of numerous public health projects in Kuwait which allowed him to expand his  knowledge, teaching, and leadership qualities. 

Prior to graduating with an MPH from NYU, Kiera graduated from Clark University in Worcester, Massachusetts with an undergraduate degree in psychology and biochemistry. She is currently the Program Manager for the Global & Environmental Public Health Program here at GPH. There she is responsible for managing various projects and strategic initiatives, including collaborative courses with UN agencies and other external partners as well as providing ongoing support for current and prospective MPH students. Throughout her time at NYU, both as a student and staff, Kiera has had the opportunity to work on a number of projects with the World Food Programme and UNICEF, including an evaluation of Home-Grown School Feeding Programs in Ethiopia, a cost benefit analysis of using primary schools as a delivery platform for other health interventions and a project looking at ways to strengthen the WFP/UNICEF interagency partnership in emergency settings. While her interests are ever evolving, Kiera is particularly interested in global governance and health-inclusive policymaking to address transnational threats to public health, like climate change, mass migration and future disease outbreaks. Kiera ultimately hopes to work in government or at a think tank, such as the Council on Foreign Relations, that will provide her with an opportunity to influence and advocate for policies that promote and protect public health.

Julius Kellinghusen is a public health professional with a passion for ending health inequity by supporting the most marginalized communities. Julius holds a B.A. in International Relations from Pomona College, where his public health career started when he interned with UNAIDS in Vietnam. Before earning a Master of Public Health degree from New York University in 2020, Julius served two years with the Peace Corps in Panama. There, working in the Water, Sanitation and Hygiene sector, he helped a rural community rebuild their potable water system and establish a community water committee to maintain the system going forward.Currently, Julius is the Operations & Development Officer at HealthRight International, a global health and human rights nonprofit organization. In this role, he oversees the grant application process across HealthRight’s projects in Ukraine, Kenya, Uganda, Vietnam, and the U.S. He also leads fundraising and communications efforts and manages office operations from IT to human resources. Julius’s academic interests lie in implementation science, making impactful interventions work in the marginalized communities that need them most. Originally from Germany, Julius currently lives in Brooklyn with his partner and two cats.

Johanna received her Master of Public Health with a concentration in Community & International Health at NYU School of Global Public Health and her BA in Psychology from Columbia University. Johanna has been a New York State certified Emergency Medical Technician (EMT) for over seven years, volunteering in college and in her neighborhood ambulance corps. Johanna is a Manager in the Emergency Management + Enterprise Resilience team at NYU Langone Health, directing the implementation of an enterprise-wide infectious disease response, mass fatality operations, mass decontamination, and multi-casualty incident readiness across several acute care and faculty practice facilities in New York City and Nassau County. During COVID-19, she and the EM+ER team coordinated the hospital's response through the strategic development of key task forces, emergency operations centers, and at the tactical level managing mass fatality surge operations. Prior to her role at NYU Langone Health, she worked at NYC Emergency Management as the Deputy Director of Health and Medical Planning coordinating with city, state and federal health officials in planning and response activities. During citywide emergencies, she worked with multiple public health and medical partners on a variety of natural and man-made hazards including supporting executive leadership during the city’s response to Ebola Virus Disease, Zika, and Legionnaires’ Disease. In addition to her work in public health incident planning and response she also worked with key agency partners on planning for Chemical, Biological, Radiological, Nuclear and high-yield explosives (CBRNE) incidents. Her work has been presented at the World Association for Disaster and Emergency Medicine on the importance of the integration of public health in emergency management. She’s also presented NACCHO’s Preparedness Summit on emergency management response in coastal storms as well as the rapid planning model response structure used during COVID-19 at NYU Langone Health. This year, she’s hoping to publish her NSF Converge team’s research on transportation justice during COVID-19. 

Andrea’s professional path began in his native Italy; he built on his lifelong interest in biology by training at a hospital in Bologna and earning a master’s degree in human biology and pharmacology there. Hoping to expand the impact of his work from a “micro” to a “macro” level, Andrea enrolled at NYU and graduated with his MPH in global health leadership. Andrea also conducted research in virologic monitoring of intestinal transplant patients and worked on studies in chemo-prevention through nutrition, adding a credential in healthcare policy and management from the graduate business school of Bocconi University in Milan. Andrea spent a few years as a project manager for Johnson & Johnson, marketing medical devices for diabetics and innovative telemedicine software. As Director of Student & Alumni Affairs at the NYU School of Global Public Health, Andrea’s expertise lies in overseeing strategic planning initiatives, and academic program development to propel increased enrollment and retention while enhancing student achievements and learning experiences. Andrea is currently pursuing a DrPH, with an eye to practice and teaching, so he can continue on a track toward leadership in higher public health education.

John Pateña, MPH, MA ​​is a public health professional with a passion for promoting mental health through dissemination and implementation research. His career focuses on developing innovative approaches to prevent mental illness and support mental well-being among high-risk populations; scaling up evidence-based interventions and public health programs/initiatives in low-resourced settings; and fostering organizational- and systems-level changes through public health leadership. John has a dual background in public health and counseling psychology, integrating his mental health training with a prevention framework. John graduated from Brown University School of Public Health (MPH ’14) concentrating in behavioral and social sciences interventions. He has conducted mental health research at academic medical centers, developing and testing digital health interventions for behavioral health disorders and violence prevention. John has also implemented public health programs/initiatives in the areas of tobacco cessation, lung health, and chronic disease management at various non-profit organizations. He has extensive experience collaborating with community-based organizations, health departments, and health clinics. John also has a degree in counseling psychology, and has practiced as a mental health counselor working with youth and adolescents in hospitals, schools, and community centers. John is currently the Program Director at the Brown-Lifespan Center for Digital Health. In this role, he executes the Center’s intellectual mission, vision, values, and strategic plan to advance its research portfolio, educational initiatives, and community partnerships. John serves as the strategic and operational partner to Brown University to develop and grow the Center as a resource for digital health innovation. John is part of the 2021 inaugural DrPH cohort. He has a vision to be a public health leader within the population mental health field. John is currently a member of the Implementing Sustainable Evidence-based interventions through Engagement (ISEE) Lab at NYU and serves as the Section Leader for the Section on Advancing the Science of Implementation in Global Settings.

Joshua Prasad (Josh) is focused on building equity in communities through public health, entrepreneurship, media and innovation. Josh has served as the Director for Innovation at the Health Resources and Services Administration. Here, he built the Community Connected Health Initiative with the White House Office of Science and Technology Policy, as well as served as a key advisor for the Social Determinants of Health (SDoH) and Community Benefit. Prior to this, he was on the HHS Innovation team, where he served as the Director of Health Equity Innovation. Among other things, he led the $25 Million KidneyX Public-Private Partnership, served on the HHS COVID-19 Testing and Diagnostics Working Group’s Informatics team, led the creation of a Community Vulnerability Index, built a strategy for the Chief Data Officer related to Equity and Data sharing, and started the HHS Island Areas Council. Prior to this stint in government, Josh served at HHS from 2012-17, where he was a Special Assistant and Public Health Advisor to the Deputy Assistant Secretary for Health (Science and Medicine) within the US Department of Health and Human Services (HHS)’s Immediate Office of the Assistant Secretary for Health (OASH). Josh helped create Public Health 3.0, the first federal framework on SDoH, served as the Director for the National Tobacco-Free College Campus Initiative, led OASH’s Healthy Weight, Physical Activity, and Nutrition efforts, as well as developing a regional implementation strategy for the National Adult Immunization Plan, among many other programs. Josh has led change with the private sector. At Deloitte Government and Public Services Consulting, he led projects on the Social Determinants of Health (SDoH), Health Equity and COVID-19 related disparities for agencies like CMS, CDC, state government, and Managed Care payers. He was also the Center Director of a rural health center that expanded Medicaid patients’ access to Medication Assisted Treatment, mental health, telehealth, psychiatric and primary care services and integrated access to community supports related to food and housing insecurity and workforce development in their recovery. In 2015, he got involved in the emerging health innovation space, and co-founded Caravan, a startup focused on addressing and disrupting the primary care model by integrating it with community health workers and SDoH. He later worked at Sherbit in 2017, where he was Director of Health Outcomes and National Partnerships and helped expand their digital data dashboard towards preventive health and equity until their acquisition by Medopad in 2018. Josh also served as the Board Chair of Counter Tools, a national nonprofit focused on point-of-sale regulation and chronic disease. Josh completed an Innovation Fellowship at Harvard Center for Primary Care in 2016. He received his Master’s in Public Health from Drexel University, and his Bachelor’s from Rutgers University, where he majored in English and Psychology. He was named one of Drexel Universities’ 40 under 40 in 2017 and is an adjunct faculty member at the Dornsife School of Public Health.

Marsha Williams is a Doctor of Public Health (DrPH) candidate at New York University's School of Global Public Health. Marsha’s current work focuses on healthcare systems' preparedness planning serving populations with special medical needs, including transplant recipients, individuals with end-stage renal disease receiving dialysis, the elderly and pediatrics. She has expertise leading and providing technical assistance to federal, state, and local public health agencies in response to public health disasters such as, H1N1, Zika, Legionella, Measles, TB, Superstorm Sandy, COVID-19 pandemic and most recently, the 2022 Monkeypox outbreak. Her research interests include global health security, communicable disease preparedness, disaster epidemiology and the impact of public health emergencies on medically vulnerable populations post-disasters. Marsha began her career as a Public Health Epidemiologist with New York City Department of Health and Mental Hygiene, Bureau of  Tuberculosis Control where she worked on Multidrug Resistant Tuberculosis (MDR-TB) outbreak investigations as well as  functioned as the Deputy Director, Regional TB Program Field Office for Bronx and Staten Island responsible for establishing the overall strategic direction of TB control and prevention programmatic activities and administration. Previously, Marsha worked for the Centers for Disease Control and Prevention, Division of Global  Migration and Quarantine, as a Contractor, for the Pandemic Influenza Border Strategy Initiative and facilitated the evaluation of existing and proposed plans, systems, strategies, and services, in response to  public health disasters/emergencies and participated in refugee health initiatives, focused on the assessment and safe migration of refugees in partnership with CDC Specialist and the International Organization of Migration (IOM). Originally from Jamaica, Marsha received her BA from Colgate University and her MPH from Tulane University School of Public Health and Tropical Medicine.  In 2020, Marsha was a fellow of the Harvard National Preparedness Leadership Initiative (NPLI), an executive crisis leadership training program which is a joint partnership with the Harvard T.H. Chan School of Public Health and the Harvard Kennedy School of Government, Center for Public Leadership.

Sara AlMunif is a doctoral student at the School of Global Public Health at New York University. Sara works as a health policy manager at the Saudi Center for Value in Health which is part of the transforming Health System in the Kingdom of Saudi Arabia, where she advised on policy frameworks that enable value-based healthcare implementation in the country. She has worked on many global health initiatives with international organizations, including the OECD’s Patient Reported Indicators Survey Project, the G20 Health Working Group, World Economic Forum’s Global Coalition for Value in Health, and the Global Innovation Hub for Improving Value in Health. Sara is a medical doctor by training and has a master’s degree in global public health from Georgetown University. Before working with the Saudi health system transformation, she worked at a tertiary hospital in Riyadh, Saudi Arabia, on preventative medicine and public health policies, and at WHO on equity and social determinants of health. Her interest is in health systems sustainability and equitable distribution of healthcare services. Upon completing her studies, Sara plans to continue to work on strengthening health systems globally by accelerating the progress on the health-related Sustainable Development Goals by implementing high-impact policies to protect population health.

Emeka Iloegbu is a first-year Doctor of Public Health (DrPH) student focusing on leadership and the quality of infectious disease activities in emergency and humanitarian settings. He holds an MSc in Forced Migration and Health from Columbia University and an MPH in Global Health from Mount Sinai. At Mount Sinai, he was inducted into the Delta Omega Honorary Society and received the Excellence in Public Health Service and Leadership award. He received specialized training in humanitarian aid and field epidemiology from Johns Hopkins Bloomberg School for Public Health and Implementation Science in Tropical Disease Research from the World Health Organization. Emeka has over ten years of experience responding to health emergencies in partnership with in-country NGOs and has contributed to field operations and policy discussions domestically and internationally. Emeka currently works as a Quality Management Officer within the Division of Disease Control at the NYC DOH Public Health Laboratory. He oversees the quality of laboratory operations and activities in response to disease threats such as COVID-19, Monkey Pox, Select Agents, and other emerging threats. His specialty is Microbiology and Immunohematology, and he holds a Board of Certification from the American Society of Clinical Pathologists and a New York State License in Clinical Laboratory Science. Before accepting this position at the NYC DOH, he provided laboratory testing and technical assistance to New York Presbyterian Hospital-Columbia, SUNY Downstate Hospital, and NYU Langone Hospital (Long Island) at the height of the COVID-19 pandemic in NYC.

Mentalla Ismail is a Doctor of Public Health candidate in the School of Global Public Health at New York University. She earned her BS in Biology and Neuroscience at the University of Cincinnati. As an undergraduate student she founded Refuge-UC, a student organization focused on mitigating educational barriers refugee students face after resettlement. Mentalla later continued her studies at the University of Cincinnati College of Medicine earning her MPH in Public Health with a Global Health concentration. She completed her master’s thesis on refugee health literacy, developing a study to evaluate the functional and comprehensive health literacy rates of adult Syrian refugees. While completing her MPH she worked as a Research Coordinator at Cincinnati Children’s Hospital in the department of Emergency Medicine where she led and facilitated multiple studies in the emergency department. After receiving her MPH, she expanded Refuge-UC into Refuge Collaborative, a non-profit organization that focuses on creating education accessibility for refugee students through mentorship. Mentalla currently serves as the Executive Director of Refuge Collaborative, leading education, and health promotion initiatives for refugee youth. Her research interests include education accessibility and refugee health literacy. She is passionate about creating and implementing public health programming that centers accessibility for refugees and displaced persons.

Alyson Lippel is a DrPH student at the New York University School of Global Public Health. Alyson received her BS in Neuroscience and Psychology from the University of Scranton in 2010 and her masters in Bioethics from NYU in 2012. Alyson has worked in the pharmaceutical industry for the last ten years in various roles ranging from Clinical Research scientist, Integrated Patient Centered Medical Team Head and Director of Medical Capabilities. Alyson hopes to acquire the skill set to assess determinants of health and implement innovative solutions on how to overcome potential barriers to care and pursue more diverse, equitable and inclusive clinical trials. She is interested in leveraging her strong cross-organization relationships to elevate the conversation around all aspects of public health, create a shared vision, advocate for change through internal education and information sharing and bring all the key stakeholders together to create a shared vision to deliver care at the highest level for all patients, not only through their physical treatment journey but support their emotional and cognitive health as well, with the goal of improving their quality of life.

Rashmi Shrestha is an adjunct faculty at New York University College of Dentistry. She teaches SAS programming, Data Management and Data Analytics in Clinical Research to graduate students. Rashmi received her MPH with a concentration in infectious disease epidemiology and a certificate in vaccine science and policy from Johns Hopkins Bloomberg School of Public Health.  She received her M.S. in Clinical Research from New York University College of Dentistry. She worked as a scientist for Lifecell Corporation for four years. She has years of experience volunteering for non-profit organizations in different capacities since 2003. She was one of the co-founders of Adhikaar, an organization based in New York City that promotes and advocates policy on human rights and social justice for the marginalized Nepali population.   She is also the Founder/Director of Celeritas Foundation, a 501(c)(3)public charity/organization dedicated to saving lives from preventable diseases in developing countries.

Faith Daniel is the Operations and Administrative Manager at Abortion Coalition for Telemedicine and a Doctor of Public Health (DrPH) student at NYU. She received her Master in Public Health (MPH) from Columbia University’s Mailman School of Public Health, where she studied population and family health and earned a certificate in health policy analysis and practice. Her capstone project focused on investigating the public health impact of Crisis Pregnancy Centers/Anti-Abortion Centers using New York City as a case study. In honor of her lifelong commitment to reproductive and social justice advocacy, she was named a Lion of Social Justice’22 by Columbia University. Faith is also a graduate of Bryn Mawr College where she earned her BA in Anthropology and graduated with Magna Cum Laude. She double minored in Health Studies and Gender & Sexuality Studies.  Prior to ACT, Faith worked as a manager in SBH Health System’s marketing and communications department for 4 years. She was awarded an LGBTQIA+ advocacy and leadership award from SBH Health System in 2022 for her work with the Diversity Equity and Inclusion committee. She also serves as a NY leader with the National Latina Institute for Reproductive Justice. A Bronx native and daughter of immigrants from Nevis, Faith is a fierce advocate for reproductive and social justice, LGBTQIA+ rights, and health equity.

Rachel Lacy has her BA in Theatre with a minor in Latin American Studies from Loyola University New Orleans and her MPH with a concentration in nutrition from Tulane University. She has worked as an actress, chef, a nutrition educator and most recently as a clinical research coordinator at the University of Virginia with a focus on cancer prevention and control with a specialization in Gynecologic Oncology.  She believes that the best public health solutions are interdisciplinary and practical.

Gabrielle Maranga 

Gabrielle Maranga is a DrPH student at NYU School of Global Public Health and Senior Research Project Manager of the RECOVER Study at NYU Langone, which aims to study the long-term effects of COVID. Gabrielle received her MPH in Epidemiology from NYU School of Global Public Health in 2020. 

Karen Martirosyan is a DrPH student at NYU’s School of Global Public Health. He has a Bachelor of Science in Biology from St. John’s University and a Master of Public Administration from NYU Wagner Graduate School of Public Service. During his time at NYU Wagner, where he gained an in-depth understanding of health policy and health systems performance, he had the opportunity to work with the Foundation for Innovative New Diagnostics (FIND) as part of his Capstone Project. For this project, his team developed rural Indian market-entry strategies for the GeneXpert Ultra, a next-generation diagnostic assay capable of detecting TB and drug resistance. In addition to his Capstone Project at NYU Wagner, Karen worked with renowned faculty and

health policy researchers to explore intra-urban inequalities in Moscow, specifically examining how socioeconomic and health system factors affect infant mortality (with particular attention to neighborhood effects). Karen also brings eight years of clinical research experience from NYU Langone Health, Columbia University Medical Center, and, more recently, Novartis Pharmaceuticals, where he works as a Senior Global Trial Manager. With a strong interest in global health, health policy, health systems, and urban health, Karen is interested in utilizing data-driven insights to make informed decisions and develop analytical solutions. His pursuit of the Doctorate in Public Health at New York University is driven by his strong interest in implementation science, epidemiology, and health economics to design equitable health policies and programs to ensure the delivery of proven lifesaving interventions in low-resource settings.

Jacqueline Saltarelli is a DrPH student at NYU School of Global Public Health. She is the Assistant Director for NYC Treats Tobacco, a NY State Department of Health Bureau of Tobacco Control funded grant. In this role, Jacqueline works with healthcare organizations throughout all five boroughs of NYC to develop and implement policies to ensure that organizations are using evidence-based approaches to screen and treat their patients for tobacco use. Prior to working at NYC Treats Tobacco, Jacqueline was a Project Coordinator for the Child Sex Trafficking Action Team at the American Academy of Pediatrics. In this role, she developed a robust three hour online, interactive training for healthcare providers to improve outcomes of child trafficking survivors. Jacqueline additionally worked in development at NYU Langone Health and Dana-Farber Cancer Institute, generating grant funding for multiple departments such as population health, cancer, psychiatry, and more. Jacqueline received a BA in Sociology with a concentration in Peace and Conflict Studies from College of the Holy Cross. She also received her MPH in Population and Family Health with a certificate in Health Promotion Research and Practice from Columbia University Mailman School of Public Health.

Published June 20, 2024

What Even Is Social Work? Demystifying NYU’s Smallest Undergraduate Program

Class of 2024

NYU Admissions Ambassadors representing the Silver School of Social Work at the October Open House.

The Silver School of Social Work, founded in 1960, hosts NYU’s smallest undergraduate program. Its main building is a cozy brick town house that was once the home of artist Edward Hopper . Though it is unassuming from the outside, the building houses dozens of classrooms, offices, a parlor, and a student lounge. NYU Silver tends to fly under the radar because of its small size. Still, the students are some of the most dedicated, passionate, and interesting people you’ll meet here.

Social work students are problem-solvers, critical thinkers, and hard workers. What’s more, they are prepared to tackle challenges and handle nuanced discussions—inside and outside of the classroom.

—Holly Kase

An Undergraduate Degree from Silver

An undergraduate degree from Silver prepares students to work in the social work field in any way they see fit. Some graduates aspire to open a private practice. Others go on to work in government and policy or in communities. The Social Work major explicitly encourages students to go into the world with a strong sense of social justice and a foundation of knowledge. Social work students are problem-solvers, critical thinkers, and hard workers. What’s more, they are prepared to tackle challenges and handle nuanced discussions—inside and outside of the classroom.

As a recent graduate with a double major in Social Work and Journalism, I’m forever grateful for the knowledge and values I gained during my time at NYU Silver. I will take these with me as I move into the working world.

Social Work Curriculum

The Social Work major is made up of a few components: a liberal arts core, social work–specific classes, and unrestricted electives.

Liberal Arts Core

The liberal arts core for social work includes coursework in writing, sociology, psychology, and even a biology class tailored specifically to social work. These classes are intended to provide students with a good foundation for future studies on more focused topics. As an added bonus, NYU’s study away sites offer many of these courses. Social and behavioral science and humanities courses give students much more freedom to choose what they’re interested in. Students are encouraged to explore classes outside of Silver, too. Social and behavioral science credits can come from a range of subjects, from economics and politics to gender and metropolitan studies. Humanities classes encompass religious studies, philosophy, and even drama. When I was studying away at NYU Prague, I took a politics class and a media seminar to fulfill my social science requirements. I also took an architecture class to fulfill a humanities requirement.

Social Work Core

Core classes for S ocial Work majors include Human Behavior in the Social Environment; Social Work Research; Social Welfare Agencies and Organizations; Diversity, Racism, Oppression and Privilege; and Social Welfare Programs and Policies.

Social work electives are far more flexible. These elective credits are built into your curriculum, so you have space to explore all that the social work department offers. During my first semester at NYU, I took Love and Relationships. A couples therapist teaches the class, which explores all of the different ways we express and receive love. Other options include Global Justice and Peacemaking; Social Deviance and Taboos; and Social Justice, Advocacy and Social Media.

Likewise, students who are interested in going out into the surrounding community can take service-learning classes. They work with local populations including people affected by Alzheimer’s disease, middle and high schoolers, and immigrant youth. Furthermore, they explore a broad range of topics individuals encounter every day, like spirituality or food insecurity, and they work with those individuals as a part of their coursework.

Unrestricted Electives

Unrestricted electives are yours to choose! Like many of my peers, I opted to put these credits toward a second major . In my case, this meant taking journalism classes. But many social work students opt for the dual Global Public Health and Social Work major. Others pick up a minor. Child and Adolescent Mental Health Studies is a popular minor amongst social work students due to its thought-provoking classes. Course options include Mindfulness and Mental Health; The Science of Happiness; and Morality in Childhood. Some Social Work majors use their elective slot to explore topics they’re interested in, like art history, ceramics, food studies, or even metalworking.

The Practicum Experience

The practicum experience is a large part of what makes the Social Work major unique! Essentially, it’s a required internship built into your class schedule. In your junior year, you will take a class designed to explore the many facets of the social work profession. You’ll explore policy, clinical work, community aid, or even school social work. Then, during your senior year, you are matched with a social work “placement.” There, you’ll spend approximately two days a week getting real-world experience in the field, supervised by a social worker.

I worked in two vastly different placements. First, I interned for a middle school program in Queens aiming to address chronic absenteeism in students. Then I interned at a congressional office in New York City’s Financial District. The first placement allowed me to work one-on-one with students and create tailored session plans for them. My fellow interns and I got to know the students and their families. I integrated into a new community with the school faculty and staff. I also had weekly check-in meetings with the school social worker.

A Range of Opportunities

My second placement was in the district office of a congressperson. Despite my initial confusion as to how this could relate to social work, I quickly learned that a lot of government work is casework. My supervisor, who has a master’s degree in Social Work, taught me how to help constituents navigate issues with the federal government. I got constituents new passports, wrote letters of support to a number of international embassies, worked with Medicare and Social Security, and interacted with constituents daily on the phone and over email. I also went to community events, sat in on all-staff meetings, and attended cool events in our congressional district. Through my office, I attended the Whitney Biennial premiere and visited the New York Stock Exchange for an event on financial literacy!

Each placement is different, but every single one offers its own opportunities. My second placement opened me up to the idea of working in government and sparked a newfound interest in politics and policy. I also made new friends and more than a few new memories on the way! My peers worked in research labs, hospitals, after-school programs, community centers, and even public libraries.

The Benefits

Flexibility.

NYU’s social work program encompasses a wide range of study and teaches you how to perceive the bigger picture of an individual or a community. You learn to work directly with people and leave college with a strong foundation of knowledge. This is why you can do so many things with a social work degree! I have classmates planning to go to medical or law school, with some continuing on to get a social work master’s degree and license. Others will conduct research or open a private therapy practice one day. 

Real-World Experience

The social work curriculum is designed to prepare students for the professional social work world. While many of my classmates in other majors seemed to take on coursework rooted more in theory, I discussed and even role-played real-life scenarios. My professors taught us about different types of therapy and challenged us to put that knowledge into practice.

Beyond the classroom, the built-in practicum requirement allowed me to build up my résumé and try out different types of workplaces. I learned a lot about the kind of environment I want to work in after graduation. This knowledge has dramatically helped me shape my job search. Similarly, service-learning classes are a great way for future social workers to learn about the populations they want to work with. NYU’s Social Work major is also an “advanced standing program.” Therefore, if graduates choose to get their master’s degree in Social Work, it will take them one year instead of two.

The Silver School offers NYU’s smallest undergraduate program. Each year, the graduating class is typically between 40 to 50 students. This means the classes can be really small, and the professors expect a high level of engagement and participation. Small classes give students the chance to ask questions and partake in meaningful discussions. While some classes begin with lectures as a foundation for learning, they often segue into conversations or class-wide exercises.

The small class size also means that students have an opportunity to get to know each other. As a recently graduated senior, I can confidently say I had a class with nearly all of my fellow graduates. I know everyone’s name, whether I met them through our first-year seminar or in the halls after class. It feels like I have a small school to come home to within the larger community of NYU. I’m incredibly grateful for that sense of comfort and community.

Clubs and Organizations

Just like any other NYU school, the Silver School of Social Work has its own network of clubs . Students create and lead these organizations. I had the chance to participate in Silver’s student government during my senior year as a publicity chair. Student government members attended weekly meetings. We chatted about what was going on at Silver and NYU. I also created promotional materials and social media content. Fun student government events this year included a barbecue and bike ride on Governors Island as well as a boat cruise. We also took a trip to a rage room, where we were free to break things in a safe environment.

What’s more, I competed for Team Silver at NYU’s annual All-University Games. This is a yearly event where members of each NYU school compete in fun games like basketball, cup stacking, Ping-Pong, and even Dance Dance Revolution .

Like much of college, the Social Work major is what you make of it. Many of my classmates will become social workers. Others will become doctors, lawyers, researchers, and professionals in a wide variety of industries. I plan to go into journalism, but I can say with confidence that the skills I learned from my Social Work major will stick with me. I know they will serve me well as I venture into life beyond NYU.

Holly is an NYU graduate(!) with a Bachelor’s of Science in Journalism and Social Work from the Silver School of Social Work. She is an admissions ambassador and has published several articles on MeetNYU and beyond, including a senior honors thesis on psychedelic-assisted therapy. During her time on campus she was publicity chair for Silver’s Undergraduate Student Government, a member of the journalism honors program, a welcome week leader, a member of her first-year hall council, and a winner of the panel portion of the Academic Research Conference. In her free time she enjoys reading, hot yoga, running, and rock climbing.

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